Test Bank for Humanities Through The Arts 10Th Edition By Lee Jacobus

This is the detailed analysis of a vital work Test Bank for Humanities Through the Arts, 10th Edition by Lee Jacobus. Of course, we know how to assist you in succeeding greatly in your course as this test bank is the ideal solution you require.

These test banks give you the following advantages:

The test bank aids several students with tools that can boost their educational performance.

• Understand the important concepts in detail: Take an in-depth look at aseveralessential concepts highlighted in the book.
• Better prepare for assessments: There is an ample amount of practice papers in the database that will allow you to perform better on tests.
• Using varied perspectives in questioning: This will enhance your concepts as well as retention through a wide variety of angles and formats.

Important sections in the content include:

Test Bank This was designed to include a significant number of important themes as well as concepts within the course. A few other topics explained below were also included:

• Humanistic Studies: On Nature, Scope and Significance of Humanity
• Other Art Subjects such as Music, Visual Arts: Engaging in Architecture and literature, and Theatre.
• Art: Understanding how art relates to other parts of society.
• Critical thinking skills improvement: Studying art in all its forms.

Theoretical and Practical Issues and Their Solutions:

These test banks come with responses and explanations that are in detail on these topics and related questions. This enables you to:

• Core concepts understanding: Follow the basic principles that govern the writing of essays on different topics.
• Analysis: Formation of hypotheses: Usage of reading materials to conceptualize scenarios.

Importance of this Test Bank:

Acquiring the skills provided in this test bank puts you in a better position.

• Assessment preparation: Having a good feeling about scoring well in the assessment.
• Information retention: Learning the information for a longer pperiod
• Time saved during revision: Being able to know the areas of focus and exercising only those.

Using this Test Bank Effectively:

For effective usage of this resource, we suggest:

• Table of contents examination: Getting an overview of topics to be tackled and how they are intertwined.
• Varying question types: Working on answeringmultiple-choicee, true/false, short answer, and essay questions.
• Answer and explanation cross-checking: Finding out what was done wrong and what needs modification.
• Integration of the bank into course content: Treating this bank as an addition to the main text and classroom handouts.

Conclusion

This complete Test Bank for Humanities Through the Arts will give you great assistance in your learning process. By offering extensive analysis of critical concepts, plentiful practice questions, and explorations of the numerous answers, it enables you to:

• Acquire the subject matter of the course.
• Boost exam results.
• Complement the knowledge of humanities and art.

My and my colleagues estimate that this test bank will greatly enhance your performance in the course. It does not suffice to say that it is just important to do the readings – go to the class and do not hesitate to address your concerns to the instructor.

Test Bank for Humanities Through The Arts 10Th Edition By Lee Jacobus

Humanities through the Arts, 10e (Jacobus)

Chapter 3   Being a Critic of the Arts

1) Interpretive criticism centers upon

A) formal elements of a work.

B) the content.

C) the relative merits of a work.

D) the degree of beauty of a work of art.

Answer:  B

Page Ref: 49

Learning Objective:  Define interpretive criticism.

Bloom’s:  1. Knowledge

2) Descriptive criticism focuses upon

A) formal elements of a work.

B) the content.

C) the relative merits of a work.

D) the degree of beauty of a work of art.

Answer:  A

Page Ref: 49

Learning Objective:  Define descriptive criticism.

Bloom’s:  1. Knowledge; 2. Comprehension

3) Evaluative criticism centers on

A) formal elements of a work.

B) the content.

C) the relative merits of a work.

D) the degree of beauty of a work of art.

Answer:  C

Page Ref: 49

Learning Objective:  Define evaluative criticism.

Bloom’s:  1. Knowledge

4) A work of art is most likely to be judged a masterpiece by an evaluative critic if

A) it is inexhaustible.

B) its form is perfect.

C) it has a subject matter that defies comprehension.

D) it puzzles critics.

Answer:  A

Page Ref: 58

Learning Objective:  Define evaluative criticism.

Bloom’s:  2. Comprehension; 3. Apply

5) A detailed relationship of an artistic form is

A) the connection of one part to the overall structure.

B) the connection of a part to another part or parts.

C) the detail within a part.

D) none of the above.

Answer:  B

Page Ref: 51

Learning Objective:  Identify detail and structural relationships in works of art.

Bloom’s:  1. Knowledge; 2. Comprehension

6) A region of a work of art is

A) a larger distinct part or group of parts.

B) a geographical representation.

C) a landscape area.

D) none of the above.

Answer:  A

Page Ref: 51

Learning Objective:  Identify detail and structural relationships in works of art.

Bloom’s:  1. Knowledge

7) A structural relationship in a work of art is

A) the overall organization.

B) the connection of a part to the overall structure.

C) a perceptually distinct part or group of parts.

D) none of the above.

Answer:  B

Page Ref: 51

Learning Objective:  Identify detail and structural relationships in works of art.

Bloom’s:  1. Knowledge

8) Which of the following was considered shock art?

A) Ofili, Holy Virgin Mary

B) Pollock, Autumn Rhythm

C) Drost, The Polish Soldier

D) Leonardo, The Last Supper

Answer:  A

Page Ref: 59

Learning Objective:  Identify examples of shock art.

Bloom’s:  1. Knowledge; 2. Comprehension

9) The statement that Picasso’s Guernica is a better painting than Blume’s The Eternal City is

A) interpretive.

B) historical.

C) descriptive.

D) evaluative.

Answer:  D

Page Ref: 57

Learning Objective:  Distinguish between three kinds of criticism (descriptive, interpretive, and evaluative).; Define evaluative criticism.

Bloom’s:  3. Apply

10) The statement that there are more detailed relationships in The Flame than in The Last Supper is

A) interpretive.

B) historical.

C) descriptive.

D) evaluative.

Answer:  C

Page Ref: 49

Learning Objective:  Define descriptive criticism.; Distinguish between three kinds of criticism (descriptive, interpretive, and evaluative).

Bloom’s:  2. Comprehension; 3. Apply